200201P - PLANNING FOR STAFF TRAINING IN SHARIAT COMPLIANT HOSPITAL: HOW TO BE CREATIVE AND MOTIVATE OURSELVES

Prepared for presentation by Prof OHK MB ChB (MUK), MPH (Harvard), DrPH (Harvard) Prof of Epidemiology and Bioethics King Fahad Medical City

CONCEPTUAL UNITY and CREATIVE APPLICATIONS/INNOVATIONS THAT ARE DIVERSE

Reading for new ideas

LEARN ON THE JOB – QUALITY PROJECTS

LEARN BY DOING FORGET BY NOT DOING

NOT AWARE YOU ARE BEING TRAINED

Paper submitted to the International Youth Conference, Konia Turkey 21-25 May 1997 by Prof Dr Omar Hasan Kasule, Sr. Ex-Director of the IIFSO Leadership Training Bureau 1992-1995, currently Deputy Dean of Medicine and Director of the Tarbiyah and Training Resources Center, International Islamic University, Malaysia  Fax (603) 757 7970 

Abstract

This paper argues that Islamic youth organisations should undertake organised and structured training programs to cover the performance gap that they experience. It deals with the analysis of training needs, writing training objectives, designing course material, delivery skills and technics. It presents the suggested curriculum content. 

1.0 CONCEPTS

1.1 Performance gap

The performance gap is the difference between the potential and actual performance of organisations and individuals. Many individuals and communities all over the world are experiencing phenomena of revival and renewal. There is a new reawakening and a determination to make tomorrow better than yesterday. However the zeal, commitment and efforts of the revival have not been perfectly or completely translated into practical results that everyone can see in the society. The practical achievements fall far short of the potential. Success in building and managing institutions, the backbone of real and sustained change, has been limited in several communities and countries. The gap between aspirations and achievements is due to a relative deficiency of practical skills in leadership and management. These skills are not in-born. They can be taught or developed through experience on the job. 

Individuals and organisations we pay a high price in terms of lost opportunities for the continued existence of the performance gap. On the job training is needed to cover the gap. Training is an investment in people, the most valuable resource that an organisation has. Investment in training has a very high future pay-off in terms of better performance, productivity, and growth. Preponderant majority of workers and activists are either untrained or self-trained in the field of leadership and management skills. Rapid advances in technology make skills obsolete. Continuous retraining is needed to maintain the effectiveness

1.2 What is training?

To put training in perspective, you should be able to distinguish it from 2 related concepts: education and development. Training is essentially learning on the job. It aims at equipping the worker with practical skills that are usable immediately on the job. Training in this sense differs from education and development. Education is acquisition of general knowledge. It is academic and may not necessarily be usable in a practical work situation. Development is general improvement in knowledge and skills that occurs passively as an individual belongs to a certain group and stays in it. 

Leadership skills can be learned by reading and thinking about leadership styles, and observing successful leaders, practical experience and learning from failures and successes, and formal training programs. The present program concentrates on formal training. Participants are taught specific practical skills at each training seminar. A word of caution is called for here. Leadership and management can not be learned solely in a class-room. Formal training programs serve only to open the gate to the major learning that occurs in the school of life and practical experience. learning from practical experience is enhanced by the guidelines provided by the formal training.

1.3 Vision, mission, goals and objectives of LTP

The vision we have set ourselves is to bring about a major qualitative change in the leadership and management of Islamic organisations and projects: efficiency, effectiveness, professionalism, and achievement of targets set.

The mission of the present Leadership Training Program is to close the performance gap described above within the next 5-year period 1415-1420 AH. The program is a serious attempt to improve the effectiveness of Islamic work over the long-term. It is not a quick-fix or a first aid measure. The LTP program is being executed all over the world as a series of executive training seminars.

The LTP has the following goals: (a) equip selected leaders with planning, organisational and managerial skills needed for the present stage of work (b) prepare them as trainers of others so that these skills may be spread to all levels of Islamic work (c) provide an opportunity for leaders of different backgrounds to analyse their programs using new leadership and organisational concepts that will be introduced in the program (d) motivate workers to return from the program with new insights and drive for success. A trainee should leave the training session with higher motivation and self-confidence.

The objectives of each training seminar are: (a) teach a skill or a group of leadership and management skills, (b) apply the skills in practical work and (c) teach the skills to others

 

1.4 Basic Philosophy of LTP

The basic philosophy of the leadership training program is: Training trainers, teaching practical skills, repetitive continuous training.

Training Trainers: participants will be equipped with training skills that they will use in training programs that will be held later in various parts of the country. Thus both content and the methodology of the training are important.  It is expected that each participant will be able to repeat the training program in his local area or in his organisation 

Teaching Practical Skills: the assumption is that  the work has reached a stage of maturity in which the basic philosophy, ideas and concepts of the work are well understood. We have to move to the next stage of starting and managing institutions. This stage requires practical organisational and managerial skills. The training program will deal exclusively with the acquisition of practical skills in leadership and management. 

Repetitive continuous training to ensure continuing improvement in performance. 

1.5 Targets of LTP

The program targets various categories of leaders and managers. The material presented as well as the method of presentation differ and take the target group into consideration. 

The following groups can benefit from the program: community leaders, leaders and managers of organisations (women, youths, schools, students, labour & professional), religious leaders, business leaders, parents and individuals who want to improve themselves.

1.6 Selection of participants in LTP

The following criteria are employed in selecting participants for the training program: Leadership potential, Teachability, Teaching ability, Diffusion of ideas.

Leadership Potential: selection will be limited to those who have been involved in organising and leading others in the field. The program is intended to enhance the practical skills of persons who are already leaders or managers. This is not a program on theoretical matters 

Teachability since the program will be imparting new skills, methodologies and approaches; only those who are able to learn and absorb  new ideas and skills should be selected. Persons who hold some concepts dogmatically and are not willing to consider alternatives will not benefit from the program 

Teaching Ability: the program aims at training trainers. Participants will be expected to transfer the knowledge and skills acquired to others. They must therefore be able to teach others. Only those participants who can teach and possess effective communication skills will benefit from the program 

Diffusion of ideas: participants should be selected in such a way that various parts of the country are represented. This will ensure wide diffusion of the ideas and skills learned.

  

1.7 Methodology of LTP

As mentioned at the beginning the aim of LTP is training. You have to avoid a situation of teaching without training.

The knowledge and skills imparted in training are the same however the methods used differ according to circumstances of time, place, audience, and trainer. What works in one setting may not work in another. Methods used for youths may not work with older persons. 

The training program has been planned to be used in an interactive classroom session with plenty of time for trainee participation in case studies, exercises, and workshop discussions. The material has also been adapted for audio and video cassettes. It will soon be available as an interactive computer training program.

Although this program has been prepared specifically for interactive class-room presentation, it is easily adaptable for other training methods for example: mentoring, traditional lecture format. In such cases only the basic concept section of the training material may be used.

Training aids enhance the quality of training but are not in themselves a method of training. They can not be a substitute for good planning and presentation of the training material.

The material for this program can be used for mentoring as well. Mentoring is an excellent training method that has fallen into disuse over the years. It generally operates informally but it is possible to set up formal organisational mentoring programs. Success of mentoring depends a lot on the protege-mentor relationship. This relationship could have positive and negative aspects.

Interactive presentations and analysis of case studies are the main methods of instruction. The format will avoid the traditional lecture type of presentation. The 'speaker'  acts as a facilitator and the participants are required to participate actively in the discussions. Since the participants are selected on the basis of demonstrated prior leadership ability and experience, each one of them will have a contribution that will enrich the program overall. The availability of a work-book with an outline greatly facilitates the interactive format. Presenters use overhead projectors or flip-charts to enable the participants follow the presentations. An interactive presentation is made in the plenary sessions. There are small group discussions of the topics and case analysis followed by a general workshop.

A work-book with outlines of all the presentations is provided to all participants to encourage active participation. This is a work-along work-book that is used throughout the training session. The outlines are written in such a way that they convey minimal information and are therefore not a substitute for active listening and participation. Some of them are in the form of questions. The participants have to listen carefully and attentively to the lecture or participate actively in the discussions to be able to take down notes in the workbook. Note-taking is emphasised as a major pedagogical tool. The participants are trained to be trainers. They are not the final 'target audience'. It is therefore be of utmost importance that they faithfully absorb and record the material to be able to reproduce it faithfully in a training situation that they will lead later. 

Reading material in the form of textbooks and selected articles is given to the participants. Some of the reading material has to be read before the program. 

Case-studies from Muslim history and contemporary experience are used to discuss and internalise the leadership and management skills presented. In addition to the case studies from the seerah, participants analyse and discuss their contemporary experiences.

Exercises that test comprehension or that give the participant an opportunity to internalise the concepts taught are used. These are exercises that provide an opportunity for participants to develop case studies from their local experience and analyse them. The exercises help the understanding of basic concepts and their application to local issues and problems. Some sessions will end with actual work-plans that participants can use in their organisations.

1.8 The Use of case studies from Muslim history

The case studies enable a practical simulation of a leadership or management context that will enhance learning. The cases also illustrate that the leadership and management skills presented have a basis in Islamic history. They also provide an Islamic intellectual context for the development of leadership-cum-management concepts and skills. 

The use of case studies is in conformity with the Qur'anic methodology of training. The Qur'an relies on examples and actual events in history to illustrate many of its teachings (Qur'an 39:27). There are at least 39 parables that are used in this sense by the Qur'an. 

The use of case studies should not be understood as a call to manage affairs as was done in the golden Era. The principles are transferable but the details have to correspond to the realities of our times. The case studies stimulate thinking and provide a historical basis upon which to build leadership and management concepts.

    

Given the international character of the program, contemporary local case studies could have been very difficult to prepare for inclusion in the basic training material. They would be inappropriate for people in some countries or some backgrounds. People may not relate well to experiences that are radically different from theirs.

All Muslims can relate to the seerah because it is a shared heritage. Many participants already know the facts of the case which makes the discussion and analysis deeper.

Human nature and character are constant and do not change with developments in technology. This is the basis for permanance of religion and its suitability for all eras and all places. Religion deals with the human and it is the same human nature today and yesterday. Therefore historical events of the seerah are very relevant to our situation today when we look at the human dimension and not the technology or the environment. Real leadership is changing and improving the human being and not his technology.

1.9 Theoretical background

Leadership and management are growing disciplines; there is a lot of practical and technical experience. The theoretical background is however not yet fully developed.

This program does not tackle the theories of leadership and management. 

The main thrust of the program is practical skills. Field experience has already shown this to be very effective and to respond to an actual felt need.

Islamic management sciences are still in their infancy; they did not develop much after the basic fundamentals and rudimentary structures were set up in the first century of the Hijri calendar.

There is a new movement to Islamise various disciplines of knowledge. This is an attempt to recast them in such a way that they reflect the Islamic world-view and the Muslim cultural and intellectual heritage. Some tentative work has been done; a lot remains to be completed. 

Many aspect of management are universal and reflect what is common in human experience across cultures, geographical areas, and historical eras.  

Some concepts of leadership and the paradigms of management science as well as the research tools reflect the European or American world-view that is different in many aspects from the Islamic ones. 

European of American concepts that are based on objective research that is not culturally-biased are accepted by Muslims and have been used in this manual. 

Some Euro-American concepts are not acceptable altogether because they contradict Islamic teachings and world-view.

Many concepts and methods can become acceptable when modified and framed in a proper and moral context. 

A lot of the available leadership and management literature is not a series of theoretical formulations but an empirical description of actual practical experience. Muslims can benefit a lot from such descriptions provided they are careful to adapt them to their particular temporo-spatial circumstances.

There are many aspects of leadership and management that non-Muslim scholarship has not delved in adequately and Muslims can make original contributions in them that all humanity will be eager to listen to. These fields include: understanding human motivation, building endurance in the worker etc.

The need to develop Islamic management sciences is still a challenge that Muslim scholars must face.

1.10 The tauhidi paradigm in leadership and management

The tauhidi paradigm in Islam can help address the issue of integration in organisations.

Modern organizations are experiencing problems due to lack of a wholistic context in which they operate. The solution to one problem may create other problems elsewhere. Too much specialisation in functional areas has reduced the ability of leaders to see the whole picture. 

Islam and its paradigm of tauhid has much to contribute to solving the dilemmas of today's management. Tauhid provides a center of gravity, a source, and a unity that can help rebuild the holistic picture. This is because tauhid provides an intellectual framework for understanding the unity of creation and existence. It teaches that everything has the same source and therefore in a natural state, harmony must reign.

2.0 THE TRAINING PROGRAM

2.1 Scope of training program design

A training program can be summarized as preparation, developing, delivering, practicing, and evaluating.

Designing a training program covers the following: trainer, trainee, lesson plan, method of training, delivery of training, questions, and discussions

2.2 Trainer

As a trainer you will be most effective if you are genuine by retaining your natural personality. You must radiate enthusiasm. It will infect the trainees.

You can improve your presentations by watching your previous sessions video tape.

2.3 Trainee

In designing a session consider the level of the trainees and their pace of understanding.

You must know the trainees and deal with them as individuals. You must realise that trainees come from diverse backgrounds. They should not be dealt with in a generic sense or as if they are anonymous.

Informal discussions before start and at the end of the training session can help you know the trainees better. You must be aware of the trainee attitudes and behaviour. However do not intrude on personal privacy as you discuss the material and trying to customise it to their backgrounds. 

You must know the trainee expectations are so that you may address them to satisfy them. In order to avoid disappointments about unfulfilled expectations, start by telling the trainees what you will cover.

You should monitor trainee interest. Sitting motion-less is a sign of paying attention. Moving about in the seat, fidgeting, restlessness, looking out of the window, yawning, are signs of boredom 

People who are established in their positions and are comfortable with what they are doing are likely to resist training.

Praise progress however little. Trainees need all the encouragement you can give them. remember that most will have completed their schooling years ago and are no longer used to a class-room learning situation. Quite a number come with lot of apprehensions about their ability to learn. It is your job to put them at ease by encouraging any fledgling efforts that they make.

Correct mistakes by restating information later. Telling trainees directly and in front of their colleagues that they have got it wrong may hurt their ego and self-confidence. Such a negative experience may discourage them from further participation in the session. By giving the right answers without necessarily condemning the wrong ones, you can help adult learners correct their mistakes in a dignified way

Fault-finding and criticising trainees are negative. They humiliate and hurt without any tangible benefit. The self confidence of the trainee must be kept at all the time.

Motivate the trainee to learn by reinforcement, rewards for progress, flexibility, individualisation, and not censuring or punishing in case of mistakes.

You should help the trainees take notes by speaking slowly and clearly, repeating, and emphasising important points. Sometimes you may have to tell them directly to write down an important point.

 

Be careful in your verbal or non-verbal communication never to make a trainee feel bad about themselves. They should not be made to feel that they asked a stupid question or made an irrelevant comment.

2.4 Lesson Plan

Follow a prepared and written lesson plan. Be flexible when the actual circumstances in the session are different from what you had anticipated. Try to foresee and prepare for contingencies.

A good training session covers a few things but with depth and inspiration for retention and change of attitudes and behaviours in the future.

A link with what was taught before must be made at the start of a training session. This gives a sense of continuity.

A lecture requires balance between general and detailed information, difficult and simple concepts, seriousness and fun.

Establish need/benefit of the training program at the start. This raises expectations and motivates trainees.

Teaching by example is the best. Qur 'anic stories are an effective teaching tool because they give examples

New ideas must be introduced in a phased way. You should start with the simple and move on to the more complex.

There must be variety in content and methodology

Teach knowledge needed to perform skills.

Give hands-on experience in the form of exercises, case studies etc

Always review previous material .Make sure that it was understood and make a link between it and the new material.

Use summary material and go into details only after the basic ideas re understood.

Use the participatory method to share past experience. Adult learners have a lot of field experience that could enrich the learning environment

Provide opportunities for putting newly learned knowledge or skills to practical use.  This may be by simulation of actual situations, case studies or class room exercises

Encourage and benefit from feed-back. Visualise the training process as a 2-way street

Let the learning be self-paced. Do not move faster than the trainees. It may be better to cover less material in a given time and make sure it is understood and internalised than to rush through  lot of poorly digested facts.

Provide frequent breaks. This allows material to sink. Trainees who may beginning to get bored may be rejuvenated by a break. The break need not be stopping the session and going out. It may be just a change of activity, a joke, a story, or a class-room exercise. Letting people watch a video tape may be a good break.

Good trainers talk about what they want instead of attacking what they do not want.

Help the trainees improve their study and learning methods. Concentration is very important. Some memory technics are needed

2.5 Training Methods 

The following are methods of training that can be used: one-to-one, Mentoring, Lectures, Discussion groups, Panel discussion, Debates, Dialogue, Brain storming, Demonstration, In-basket exercises, Case Studies, Role Playing, Simulation, Assignment of projects, Entertainment/games, Self-directed learning, Personal development plan, Interactive video, Computer-based/progammed learning, Multimedia,

One-to-one: This is the best method because of the personal contact and interaction between trainer and trainee. It ensures immediate feed-back. It is however very expensive since it requires a trainer for every trainee and there are usually not enough trainers 

Mentoring: Involves assigning a trainee to a senior and experienced leader or manager who in this case is called the mentor. The trainee works closely with the mentor usually as an assistant. Training is passive, the trainee observes and asks questions. The mentor may also point out special learning opportunities 

Lectures: A lecture is a presentation by one trainer addressing several trainees in a classroom environment. Its advantages are:: logical presentation, broad coverage, and the trainer being  in control. The disadvantages if a lecture are: trainees are passive except during discussion at end, 

Discussion groups: Trainees are divided into small groups to focus on discussing assigned topics. They may or may not report back to a plenary session

Panel discussion:  A panel of 3-5 subject matter experts makes short presentations and then answers questions from the floor. They may also exchange ideas about their separate presentations on points of agreement and disagreement 

Debates: Two sides to an issue are presented and are defended by two debaters. Sometimes a debate can occur between teams of 2-4 debators. The trainees who are the audience may ask questions or make comments. The aim of the debators is to convince the audience that their views are correct

Dialog:  This method can be used in a one-to-one setting or could be carried out by 2 or more individuals in front of an audience of trainees.

Brain-storming: This is an open expression of various view-points. It involves listing ideas initially without having to screen them. After that discussions are held to sieve through them and conclusions are reached at the end

Demonstration: This is the best training method. It involves direct experiencing of  the skills being taught . Teaching by demonstration can occur in 4 different ways. (a) The trainer makes the action, explains, and the trainees observe (b) The trainees read the instructions while the trainer does the action (c) The trainer gives instructions while the trainee does the action (d) The trainees do the action and finish then the trainer gives feed-back at the end.

In-basket or in-tray exercises: Specific questions or topics are written on pieces of paper and participants are asked to pick the papers at random. They then speak on any topic chosen. The trainer and other participants may make comments or additions. This method can be fun.  

Case studies: The case-study method is a method for learning about a complex instance based on a comprehensive understanding of that instance obtained by extensive description and analysis of that instance taken as a whole and in context.

A case is a write-up of an actual real-life event or experience. It may have actually happened or may be a mere simulation. The trainees study and analyse the case and they have to answer some questions on understanding the events and proposing solutions to the problem or problems raised.

Case studies can be used in research and evaluation in addition to their use in training

Several types of case studies can be used: illustrative/descriptive, exploratory, critical instance, program implementation, program effects, and cumulative.

  

A word of caution is needed in the study of cases based on historical material. Our purpose is not to engage in specialised and detailed historical analysis. The historical material is used for illustration and learning purposes only. We can not pass final judgements on the decisions made in the past because we have the advantage of hindsight. Some of the decisions were made with knowledge that we may not have now such as revelation or contextual details that were not recorded .

Role-playing: A trainee is asked to play out an assigned role in a given situation. The trainer and other trainees then make their comments.  

Simulation: This method is similar to role-playing. A real-life situation is recreated and the reactions and behaviours of several people involved are observed and are critiqued. The method is best  used in crisis management training. 

Assignment of projects:  Trainees can learn a lot from working on a practical project under guidance of the trainer. The project is presented at the end . The trainer and the other trainees have the opportunity to comment 

Entertainment/games: A lot of learning for both young and adults can occur during activities that are normally considered entertainment. The informal atmosphere relaxes the trainee and helps internalisation. This method may not be appropriate for subjects that require a lot of concentration.

2.6 Training Opportunities

Training opportunities/occasions: The following are opportunities orsettings for training: workshops, Conferences, Seminars, and Camps

Workshops: A workshop involves discussions, exchange of views, solving problems or exercises by a group of 5-10 persons. It is usually used in conjunction with another training method, for example a lecture may be followed by a workshop session  

Conferences: A conference can be planned to include lectures, workshops, seminars, debates etc. A lot of learning at a conference arises from the interaction that occurs among many people of various backgrounds and experience.

 

Seminars:  A seminar, a smaller version of a conference, offers an opportunity for lectures, panel discussions, workshops, dialogue and debate. 

Camps: Youths may find the camaraderie, informal and down to earth atmosphere of the camp very conducive to learning. Camps have also proved successful in training senior executives in areas like stress management, endurance, working with others etc

2.7 Structuring a presentation: 

A presentation consists of 3 main parts: introduction, body, and conclusion.

The introduction: The introduction is fast-paced, non-threatening, and audience-specific. It must have a subject-free ice-breaker, an opener related to the subject matter, statement of objectives / expectations, and preview of the training program, 

The body: The body is the main part of the presentation and consists of the major learning facts to be taught

The Conclusion: The conclusion should be motivational, power-packed, and personal.  It is a summary and evaluation of the material covered. The conclusion should be linked to the introduction and an attempt should be made to indicate whether objectives stated at the beginning were achieved. The conclusion should also include a plan for implementation. The trainer should carefully plan to use the concluding remarks as an opportunity for a nice closure.

2.8 Questions

As a trainer you should ask questions in the course of the session. This gives you feed-back and also makes the participants attentive and more involved. Questions can also be used as a break.

The question must be about a relevant issue, it must be asked at the right time in the flow of the presentation so that it is not out of context, and you must ask the right person.

There are several ways of posing a question. It may be with a limitation eg "briefly describe...", hypothetical eg "If you were...", elicit a summary eg " ...

The question may be factual ie ask for specific information, classification and retrieval, or it may be interpretive ie evaluation and synthesis.

Avoid leading questions. They waste your time and do not contribute to the education of the trainee

When you are directing questions at particular individuals try to personalize them but do not make them personal.

Trainees should be given a chance to ask questions even during the progress of the lecture. You need not answer all of them. You may reframe them and ask other trainers to comment on them or even provide answers. 

2.9 Discussions: 

A discussion has three components: content, process, personalities, and participation. 

Content is usually well done. 

The process may have the following problems: diversion and involvement with extraneous matters, domination of the discussion by some members, some members being too quiet and uninvolved or not contributing, some members being too argumentative, some wandering into abstracts.

You have to understand the personalities of the discussants and how to deal with each one of them: fast thinkers, deliberative, abstract thinkers, concrete thinkers, listeners, talkers, non-talkers, empiricists, theoreticians, those who get attention, those who are ignored

You must ensure that everybody participates in the discussion. You may have to coerce by calling upon non-volunteers to contribute.  You however must do this with tact so that they do not become too anxious and fail to make their point. One technic is to ask them a question and then take 1-2 minutes making some comments around it so that they have time to put their thoughts together. Do not get into the tendency to always pick those who are aggressive and are the first to raise their hands.

2.9 Training Aids

A-V aids help understanding and retention of the material taught. They maintain trainee interest and prevent boredom

A-V aids are not an end in themselves. They can not be a substitute for well prepared and well researched material. They only help in making the presentation better

A visual image must be created in the mind of the trainer. The image should be describable in words. Then it is transferred in the form of A-V aids. A-V aids that do not reflect a clear and relevant mental image do not succeed in conveying the message

The following are types of A-Vs: Oral, Transparencies, Slides, Video and film strips, Pictures, Actual objects, and Computer screens

Oral A-Vs are sometimes neglected. A good description that brings a vivid image to the mind of the trainee is an excellent way of helping understanding. We need to emphasize oral/verbal A-Vs. Their imagery sticks more and they challenge the mind more.

It is a mistake for A-Vs to predominate. You should be speaking and interacting with the trainees for about 75% of the time. A-Vs are brought in at specific times to illustrate a point.

It is a mistake to base the whole presentation on a set of A-Vs so that you just keep putting them up, making short comments and moving on.

Audio-visuals must be big, bold, and simple

Plan the use of slides very well. Common problems are using too many and not being well synchronized with the rest of the material

A-Vs can be misused in the following ways: Making an impression without substance, A-Vs too visual, too stimulating the senses and not the addressing the mind, Too many A-Vs, Irrelevant A-Vs, A-Vs that do not add to what was explained orally

Evaluation of A-Vs: An evaluation should be made of A-Vs continuously. Successful ones should be continued while unsuccessful ones should be discontinued or modified

3.0 PLANNING AND EXECUTION

3.1 Training in organizational strategic plan

Training should be systematic and part of the strategic plan 

3.2 Department of training

A big organisation may set up a separate department for training. This department does not consist of trainers. Its job is to plan and execute training programs. It calls upon part-time trainers to help each according to expertise.

3.3 Acknowledge need for training: 

Acknowledging the need for training is the beginning of the training process. You must ask yourself some fundamental questions: do you have performance problems ?  are performance problems significant? what are the causes of the performance problems ? (4) what is needed to solve the problems?

Performance problems may be due to deficient skills, poor attitudes, deficiency of resources, or a combination of these

Solving problems may require training to provide the missing skills. Sometimes approaches other than training are needed.

3.4 Assess training needs

Assessing training needs is establishing the gap between actual and expected.

Training needs are assessed empirically by systemic collection of data and its analysis.

Collect data using  performance reviews, assessing & testing of workers, human resource audit, review of strategic plans, review of critical incidents, questionnaire surveys, interviews, group discussions & brain-storming,  job analysis &  job evaluation (time-motion studies,  observation), and  research using national or industry statistics

Analyze data collected to identify specific  areas of deficiency

3.5 Prioritizing needs 

Training needs identified above are not all of the same importance. Since resources are always limited, some prioritization is needed to identify the most important needs to start with.

Two criteria are used in prioritization:  cost of meeting need and cost of ignoring need

Cost of meeting the need may be so low that the necessary measures must be undertaken immediately. Sometimes the cost is so prohibitive that the problem is best ignored and in a practical sense it ceases to be a problem.

The cost of meeting a need should be contrasted with the cost of ignoring it. A performance problem costs the organization a lot in terms of work not performed or performed with mistakes.

Poorly done work has to be repeated or effort has to be expended in correcting mistakes.

3.6 Analyzing needs

This is a complete and detailed description of the training needs

Training needs identified as priorities must be described in detail: what are they, why they arise, how they arise, who is responsible etc

3.7 Ranking needs 

Priority needs can not all be addressed at the same time. This may be due to resource constraints or to the fact there is a logical order in solving problems. Some have to be addressed as a pre-requisite for others

A list of criteria must be drawn up and must be used in ranking the needs

3.8 Describing profile of trainees: 

Little progress can be made in planning a training program before determining who the trainees will be.

Description of trainee profile includes: age, work experience, previous training, awareness of short-comings, and attitude to training

3.9 Define objectives of the training

Each training program must have definite objectives. It is these objectives that must be used as criteria for evaluating the training

3.10 Determining contents of the training program

The syllabus of curriculum must be based on the training needs analysis, availability of training resources, and the trainee profile.

3.11 Choosing the training method 

Choice of training method is determined by cost and results

The method of training chosen must be customized to the training needs and the trainee profile. Costs, expected results and the time required must also be considered

3.12 Plan evaluation

The evaluation must be planned at the same time as the training program.

Evaluation criteria must be based on results expected

3.13 Deciding the site of training

A decision must be made on whether training will be in-house or externally

In-house training is preferred if training resources are available since in-house trainers will be more familiar with the work situation

An external training facility sometimes is taken more seriously by the trainees. Going out may also be an incentive or a work benefit that workers appreciate a lot.

3.14 Budget

All direct and indirect costs must be carefully estimated with a reserve of 10-15% for unexpected expenses

3.15 Training plan document

All items discussed above must be summarized  in one document called the training plan or document

Finalize and get approval of training design document. It should show objectives, content, methodology, trainers, and budget.

3.16 Carrying out training

Training should be executed soon. Any delays in addressing performance problems is a loss to the organization. Problems may grow and get out of control to the extent that a different training program may have to be designed to address them.

3.17 Physical environment:

A training program that is well designed with talented trainers and motivated trainees may fail because of poor physical facilities

Check the following: enough space, lighting, access to board, access to PA equipment, comfortable seating

4.0 EVALUTION OF TRAINING PROGRAMS

4.1 What is evaluation?

• Evaluation is establishing impact of the training program on the trainees and the organization as a whole

• Evaluation is both a science and an art

• Evaluation should be included in the training program plan

4.2 Purpose of evaluation: 

• Identify weaknesses for better future planning 

• Reassure and motivate workers 

• Reassure supporters and stake-holders 

• Assess impact of training on organizational performance 

• Assess impact of training on individual performance

4.3 Who evaluates: 

• Speaker or trainer

• Participants or trainees

• Outside experts (less biased and more objective)

• Internal evaluators, and  supervisors

• Evaluation may be by individuals or by committee

4.4 Who uses results of evaluation

• Managers

• Trainers

• Stake-holders

• Professional opinion

• Instructor evaluation 

4.5 Use of evaluation results

The results of evaluation should not be kept in a closet. There should be feed-back

4.6 Scope of evaluation

The following are evaluated: training session, speaker, trainees, program, and training material

Evaluation of the training session should generally cover the following: length, content, facilities, presentation, visual aids, trainer, cost, and overall benefit

Evaluation of trainees includes:  attitudes and behaviours, knowledge & learning, skills, reaction, practical results, meeting training objectives, and overall benefit.

Evaluation should also include an assessment of whether the results justify the investment made. The cost of not training can be computed and be compared with the cost of training. While evaluating a training program we have to remember that training is an investment with more long-term returns rather than short-term ones. 

It is not enough for the trainee to learn all the material and to fulfil all the training requirements. There must be a definite impact on performance

4.7 Evaluation criteria

In preparing a training program, you must decide which criteria you will use to determine whether the program has been successful. You must be able to answer the question about the benefits of the program in the affirmative.

The evaluation criteria must be realistic, relevant, and quantifiable

4.8 Timing of evaluation: 

The evaluation can be immediate, intermediate or long-term. The evaluation process should not interfere with normal working activities

4.9 Two approaches to evaluation 

• Process evaluation assesses the processes and mechanisms of the training with no regard to the results. A good process evaluation result does not imply good results since there are factors that could intervene to make the results less than desired.

• Outcome evaluation looks only at the results. Correct interpretation of outcome evaluation requires the results of process evaluation

4.10 Types of evaluation

• Evaluation of whether training objectives were achieved 

• Cost-effectiveness analysis

4.11 Methodology of evaluation

Evaluation must be of all stages and not just the end. Evaluate input, reaction, and outcome

The training program can be evaluated by use of performance indicators before and after the program

The scope of evaluation methodology includes: design, sample selection, data collection, data analysis

4.12 Evaluation design: 

Single measurement 

Repeated measurement in a prospective follow-up

Pre and post training testing

Use of a control group with/without pre and post assessment

4.13 Choosing a sample of trainees:

It is ordinarily not feasible to obtain evaluation information from all the trainees. A representative sample could suffice.

Samples can be drawn in the following ways:  random, stratified random, systematic random, cluster, and purposeful

The sample size should be as large as is practical

4.14 Types of data needed for evaluation:

Data may be hard (eg units of performance) or soft (satisfaction, attitudes, complaints). It may be qualitative or quantitative. It may be about performance or costs (cost-benefit analysis).  It may be existing data or data collected for the express purpose of evaluation.

4.15 Tools of data collection 

Tests: written tests 

Surveys by questionnaires: attitude surveys, post-training surveys 

Simulation 

On-site observation

Reports: productivity reports 

4.17 Use of tests as a data collection tool:

Written tests are used to assess the following:  recall of information, understanding of ideas, application of knowledge, and analysis of complex information

Written tests are scored either by using pre-set criteria or by use of reference norms.

4.18 Use of questionnaires as a data collection tool

Design of questionnaires requires training and understanding.

Questionnaires have the advantages of being easy to administer and easy to analyze.

The disadvantages of questionnaires are: inherent bias due to self reporting,

Questionnaires are best used for qualitative data on feelings and attitudes

A variety of question formats may be used: open-ended, check-list, yes/no, true/false, multiple choice, ranking

You should take the following measures to use the questionnaire well: cover all major areas of training, restate the objectives before questions, give clear instructions, to ensure that each item should have one question and that the question format reflects the planned analytical method. You should pilot test the questionnaire and make modifications as necessary.

4.20 Methods of data collection

Qualitative: observation, interviews, focus groups, case studies, action plans, productivity reports, performance appraisal, attitude surveys, self-reflection. Quantitative: questionnaires or written tests

Observation:  An evaluator watches the trainee performance. Thus method has two sources of bias: subjectivity of the observer and observer effect. Observation can be subjective since the observer can not be completely objective when involved in the process. Pre-judgment may prejudice the observation. Presence of the observer affects result since the person tested performs differently when someone is watching than when no one is watching. The following measures can be taken to avoid the biases mentioned above: use of a video camera and analyzing the video tapes later and use of a check list (can be structured or unstructured )

Interviews: Can be informal conversations. Structured interviews follow a preset order of asking questions. Unstructured interviews are flexible and allow the interviewer to change questions, content and order, according to the feed-back received so far. Interviews assess feelings and attitudes. For best results, a question should not have more than one response. Encourage negative responses. Frame questions ie by providing a background to put the question in correct context. Ask for clarification where value judgments are made 

Focus groups: This is interviewing small groups instead of one individual 

Case studies: This is analysis of actual or simulated events. The trainee competence can be judged from ability to understand the case and provide appropriate solutions to problems. case studies are good "why" , "how" problems and  not good for "how many' "how much" problems.

Action plans: Action plans can be reviewed to see impact of training 

Quantitative evaluation methods: Quantitative methods normally collect productivity in quantifiable terms. Quantitative methods can use questionnaires, written tests, or cost-benefit analysis. Quantitative methods can be pre or post tests. Analysis of quantitative data involves: summarizing data and establishing causal relations. Summarize data as statistics: histogram, mean, median, mode, standard deviation, correlation, statistical significance. Establish causal relation by hypothesis testing

4.22 Calculation of the cost of the training program: 

The direct costs of the training program includes: personnel (trainers and assistants), training material, equipment, cost of hours lost from work, transport, meals

Calculation of the benefits of program: Benefits of the training program can be calculated as savings in the work place as a result of the training program. This requires pre and post training data.

Savings can be realized in the following: material, time, equipment, and personnel turnover

4.23 Structure of the evaluation report 

The evaluation reports should consist of the following sections: background,  research questions,  methodology ,  findings,  conclusions / recommendations, and attachments

  

APPENDIX

The following table shows modules suggested for 15 levels.

QUR’AN HADITH DISCOURSE LEADERSHIP TARIKH ISSUES

1. S. 81-S.114 • ‘’Aqaid • The creed • Time Management

• Meeting Management • Universe: start & end • Creativity

2. S.71-S.80 • ‘Ibadat • Worship • Decision making

• Problerm solving • Prophets & Messengers • Youths

3. S. 61-S.70 • Hadhr & Ibahat • Life style • Leadership

• Model Leaders • Civilizations • Human rights

4. S.51-S.60 • Tazkiyat • Personal Development • Small group Communication

• Public Speaking • Jahiliyyat • Mass media & mass culture

5. S.41-S.50 • Adab • Inter-personal relations • Dawa

• Assertiveness • Makkan era • Education

6. S. 31-S.S.40 • Munakahat • The Family • Win-win Negotiation

• Difficult negotiations • Madina era • Gender issues

7. S.21-S.30 • Ithm & ghufran • Surviving in society • Organization

• Human Resources • Khilafat rashidat • Success

8. S.11-S.20 • ‘Ilm & tajdid • Knowledge & reform • Strategy & Planning

• Project Management • Dynasties & Empires • The economy

9. S.8-S.10 • Shura • Consultation • Motivation

• Delegation • Era of decline • The environment

10 S.7 • Ahkam Sultaniyat • Governance • Training

• Group Work • Colonialism • Addiction

11 S.6 • Jinayat  & qadha • Law • Financial Resources

• Information Resources • Nation-states • Minority Affairs

12 S.5 • Muamalat • Economy & Finance • Mass Media

• Publications • Challenges • Social Justice

13 S.4 • Siyar • Issues of the World • Ijtihad

• Research • Rennaissance • Information Technology

14 S.3 • Wala & Bar’att • Alliances • Public Opinion

• Elections • Reactions & responses • Bio technology

15 S.2 • Jihad • Security • Think tanks

• Lobbying • The Future • Space technology

9711-SUMMARY OF TARBIYAT AND TRAINING PROGRAMS AT THE INTERNATIONAL ISLAMIC UNIVERSITY, MALAYSIA on 29TH OCTOBER 1997

CONTENTS

 OVERVIEW

 USRAT CHARACTER-DEVELOPMENT PROGRAM

 MOTIVATION/TAZKIRAT

 TARBIYAT CAMPS

 DOWN TO EARTH SOCIAL SERVICE

 INTELLECTUAL DISCOURSE

 PRACTICAL SKILLS

 SPORTS & PHYSICAL FITNESS

 CULTURE & ENTERTAINMENT

 COLLEGE REGULATIONS

11.0 DISCIPLINE PROCEDURES

12.0 DISCIPLINE FINES

13.0 USRAT QUR’AN STUDY MODULES

14.0 USRAT HADITH STUDY MODULES

15.0 USRAT DISCOURSE MODULES

16.0 EXAMPLES OF DOWN TO EARTH SOCIAL WORK

17.0 INTELLECTUAL DISCOURSE TOPICS

18.0 LEADERSHIP/MANAGEMENT MODULES

19.0 GUIDELINES FOR USRAT

20.0 GUIDLINES FOR CAMPS

21.0 GUIDELINES FOR SPEAKERS

1.0 OVERVIEW

(i) Administration

The student residential colleges are run as a de-centralised system. Most student non-academic services that previously were provided through the Student Affairs and Development Division are now provided by the colleges. The colleges are being run as mini corporate units that are expected to use the most modern methods to provide high quality services to their clients, the students, while at the same time they are efficient and effective in the use of the resources allocated to them.

Under the de-centralisation plan students are served by three main systems that complement one another: (a) The Academic Faculties/Kulliyat, (b) The General Administrative/Service divisions (Finance, Management Services, Admission & Records, and The University Clinic), (c) The Residential College Administration (RCA), and (d) The Student Affairs & Development Division (STADD). RCA provides essential services and co-curricular activities within the college These services include: room accommodation, tarbiyat & training, sports, recreation, and entertainment. STADD provides student services at a university-wide level. 

All students, under-graduate or post-graduate, must register as members of one of the colleges. Those who stay off campus will be designated as non-resident members of the college.

(ii) Student Activities

The following student activities or programs are offered by each college: (a) tarbiyat: usrat, motivation, camps, and down-to-earth social work (b) practical skills: leadership, speech & communication, home management, and practical fiqh (c) Sports and Physical Fitness (d) Culture and Entertainment. Usrat, motivation, and down to earth social work are compulsory for all students. A student must choose one of the 4 practical skills: leadership & management (all years), speech & communication (1st year only), home management (3rd & 4th years only), and practical fiqh (1st and 2nd years only). Non-Muslim students will have a choice between alternative usrat and motivation programs or submitting 2 written assignments in lieu of usrat and motivation programs. They are however expected to participate with everybody else in the other programs.

The guiding vision of the student activities program is to uplift/improve the students’ standing in the following aspects: (a) character, and behaviour (b) Islamic thought and knowledge (c) motivation and commitment (d) practical leadership and social skills. The college sports programs aim at encouraging each student to participate in at least 1 physical activity. Intra-college and inter-college sports competitions are held to encourage wide participation. The university recognises the importance of extra-curricula tarbiyat and skill training programs in the overall development of the student and has allocated time and resources to this end.. All university official activities involving students and faculty are suspended on Fridays  (10.00 am to 1.00 PM) and Thursdays (5.00 PM to 9.00 PM)  to allow both students and faculty participate in tarbiyat and training programs. Academic staff are encouraged to provide 3 hours per month in student tarbiyat and training programs. 

Performance in co-curricular student activities is assessed based on attendance and an end-of-semester test. Results of performance in all the programs appear on the student’s official transcript. Students are informed about student activities in various ways: official launching of programs, during the ta’ruf week, as information packages during registration, and at college general assemblies. Each college publishes a complete schedule of its student activities before the start of the semester.

 

(iii) Discipline

The residential college enforce the university regulations on discipline within its walls. It also enforces its own disciplinary regulations that are published and are provided to all students. The college disciplinary committee meets regularly and hears cases. It has power to impose specified punishments that are published for each category of offence. Cases that require detailed investigations or that may result into expulsion are referred directly to the Deputy Rector for Discipline. Any conviction will be entered into the student’s permanent record and will be referred to in cases of future offences or when the student is being recommended for employment or further studies. This record will be permanent unless the original conviction is overturned on appeal.

 

2.0 USRAT CHARACTER-DEVELOPMENT

2.1 Six usrat sessions are held every semester and 12 sessions in a year. The usrat meets twice a month. The sessions are held at pre-designated venues preferably within the residential college to allow effective supervision. Each usrat session lasts 3 hours. The first two hours are programmed to cover the following assigned activities: Usrat Qur’an Study Module, 20%; Usrat Hadith Study Module 10%; Usrat Discourse Module or Usrat Book Review Modeule, 40%; Current issue analysis 20%, and Administrative and student welfare matters, 10%. The third hour is left to be used in a creative way as usrat members see fit. The following are possible activities: nasyid, drama/theater, educational games, exercises, Qur’an memorisation, poetry recitation, physical exercises.

2.2 The Usrat Qur’an Study Module involves discussing selected verses of the Qur’an as they relate to issues of the life of the individual or the community. Assigned verses are read both in Arabic and translation and are then discussed.

2.3 The Usrat Hadith Study Modules involves reading and discussing one hadith at every session from Riyadh al Salihin or Sahih al Bukhari.

2.4 The Usrat Discourse Module emphasises character building. The Qur’an, Hadith, and contemporary issues (reported in the media or students’ personal experience) are used to teach character and personality themes. A wide range of issues is provided. The issues are classified by year of study and by semester. Special usrat groups or additional issues are available for groups of students whose needs are different from the majority. 

2.5 The Usrat Book Review Module involves critical study of a chapter from an assigned book or a book selected by members of the usrat.

2.6 The Current Issues Analysis Module involves (a) Analysis of media reports on significant events in the ummat. Newspapers and news magazines from Malaysia and other Muslim countries approved by the college principal can be used. No politically divisive issues or those related to party politics will be allowed to be discussed (b) following up the most recent developments and trends in science and technology and discussing their impact on individuals, societies, and the ummat as a whole. The aim is to raise the level of technological awareness among the students and develop a scientific attitude necessary for rebuilding the ummat’s civilisation. The trends and developments in S&T will be found in the general media, scientific publications, and the internet. Material will be distributed to the students in advance to be read and to be ready for discussion (c) Analysis of cultural and social issues that affect the ummat in an academic spirit far from controversial politics. 

3.0 MOTIVATION/TAZKIRAT

3.1 Each student attends 2 compulsory motivation programs in a semester. These programs concentrate on personal and spiritual growth, nasihat, and current social issues. They aim at making a lasting impact on the student by changing of knowledge, attitude, and practice (KAP)  for the better. The programs tries to relate to the actual life experience of the student on the campus. 

3.2 The program is held in the evenings of Mondays, Tuesdays, Wednesdays, and Thursdays. Each program is 1.5 contact hours. It consists of salat al jamaat (10 minutes), a motivational after-salat talk (30 min) followed by an open discussion forum (30 minutes), and a collective meal (20 minutes). A member of the academic faculty or an invited guest speaker is invited to lead the prayer and give the motivational talk.

3.3 Programs may be organised in either of three languages (Arabic, English, or Bahasa Malaysia) for matriculation, pre-sessional, 1st and 2nd year students. Programs for the rest of students must be in English.

3.4 A wide range of topics is provided. The topics are classified by year of study and by semester. Additional topics are provided for groups of students whose needs are different from the majority. The invited speaker in consultation with the respective college choose the most suitable topics. Background reading material on the topics is provided to students in advance.

4.0 TARBIYAT CAMPS

4.1 Each college organises at least 1 tarbiyat camp every semester. The college determines who participates in the camp and its duration

4.2 The objectives of the tarbiyat camp program are: collective ibadat, a total Islamic life in a group for 48-72 hours, building endurance and perseverance, and recreation. The camp program  consists of: physical training (tarbiyat riyadhiyyat), spiritual training (tarbiyat ruuhiyat), cultural programs (tarbiyat thaqafiyat), and recreational activities (tarwiih). Camps for sisters include extra programs that address their particular issues.

4.3 The camp is held at camping sites near the university campus that provide an average level of comfort for participants with no trappings of any luxury. Campers physically participate in providing some of the services needed such as cleaning, meal preparation and serving, and physical arrangements.  Camps are held throughout the academic year whenever an opportunity in the academic calendar provides a free period of 3 days (public holidays, semester breaks, post-examination period).

5.0 DOWN TO EARTH SOCIAL SERVICE

5.1 Each student, once a semester, undertake social service/khidmat ijtima’iyyat on a day or place of his/her choice. The program requires 2-3 hours of actual service delivery/work. The college provides guidelines and assists the student in making contacts with the site of service. Social service activities as far as possible are held at the campus or at sites close to the campus and reachable by public transport in less than 30 minutes. Sites far away can be considered only if there is special sponsorship of the transportation costs. The student has to produce evidence of work in order to earn a grade.

6.0 INTELLECTUAL DISCOURSE

6.1 The college organises voluntary intellectual discourse programs. The aim of the Islamic Intellectual Discourse Forums is to produce a graduate who is a Muslim by conviction and understanding and not by indoctrination, who can live actively positively in the 15th century AH society while preserving his/her Islamic identity and aqidat.

6.2 The 3-hour intellectual discourse forum is open to interested students and faculty and is held once every semester. About 40% of the forums are presentations by one speaker (45 min) followed by discussion workshops (45 min) and a plenary discussion/conclusion session (30 min). About 30% of the forums are in the form of a panel of two speakers representing divergent views on a subject. The panellists speak for 30 minutes each and then take questions from the moderator and the audience for 90 minutes. The rest of the forums are in the form of debates between student teams. Speakers and panellists are invited from within and outside the university. An attempt is made to reflect the intellectual diversity in the mainstream of the ummat when inviting speakers and panellists.

7.0 PRACTICAL SKILLS

7.1 Each student is required to take one practical module once a semester. Each program lasts a minimum of 3 hours and a maximum of 6 hours. The program is aimed at imparting practical skills and not theoretical knowledge. 

7.2 A choice can be made from the following alternatives: (a) leadership and management (b) speech & communication  (c) home management  (d) practical fiqh (e) career guidance (f) Study Skills (g) Speed reading (h) Qur’an memorisation (i) Tajwid al Qur’an (j) Child up-bringing (k) First aid medical treatment (l) cardio-pulmonary resuscitation (m) Personal finance management

7.3 One leadership/ management module is offered once a semester; each year of study takes a different module. At the completion of all the modules, the student will have acquired the basics of leading and managing and organisation. Students who study management and have already covered the modules provided can apply to the principal for alternative written assignments. Each module consists of an interactive presentation, workshops or small group discussions. The residential college is responsible for making the necessary arrangements with the trainers approved by the training centre. Trainers from within and outside the university can be used. Written approval from the Training Center is needed for trainers from outside the university. The training centre provides the background reading training material on the chosen topics. 

7.4 First-year students can choose to take the program on speech and communication. It trains them to be public speakers and debaters.

7.5 The home management program is mainly for female students but if a sufficient number of males are interested they can be offered the program. The program provides practical skills of managing a home as a father or mother

7.6 The practical fiqh program will cover those issues of daily life of a Muslim for those who did not get the opportunity to learn them. The program for female students will focus on aspects of fiqh that are peculiar to them, fiqh al mar’at. Other modules include: ahkam al janazat, preparing and delivering the Friday khutbah, 

7.7 Career guidance programs will help students identify the career best suited to their skills and interests. They will also provide them with interviewing and salary negotiation skills. Representatives of potential employers may be invited to talk to students about career opportunities in their respective organisations

7.8 Study Skills Seminars will help students improve their reading, understanding, and retention of course work so that they may perform better academically.(g) Speed reading (h) Qur’an memorisation 

7.9 Speed Reading clinics will teach participants how to read faster abd retain more of what they are reading. Special trainers will be invited for this important skill.

7.10 Tajwid al Qur’an 

7.15 Personal finance management 

8.0 SPORTS & PHYSICAL FITNESS

8.1 The aim of the college sports and physical program is to get every student involved in at least one physical activity. What is needed are participants and not spectators. Competitive events are held within the college (once a semester) and between colleges (once a semester).

8.2 Each college has its own gym with adequate facilities for use by its members. Other activities can be held at university sports facilities that are shared with other colleges or outside the university as needed 

8.3 A sports/physical fitness coach shared among adjacent colleges has schedules that ensure adequate presence in all the colleges.

9.0 CULTURE & ENTERTAINMENT

9.1The college provides and schedules regular entertainment and recreational programs that include inter alia: movies, theatre & drama, nasyid, poetry reading, international cultural displays, international food festivals, picnics & outings etc

10.0 COLLEGE REGULATIONS

The following lists the major violations which are punished by (a) fine, (b) suspension, or (c) dismissal from the college. The violations are listed in  brief format. Details can be obtained on request.

1. VIOLATIONS OF THE AQIDAT AND BASIC TENETS OF ISLAM: Actions, pronouncements and publications that deny the basic tenets of the Islamic aqidat, promote kufr or  shirk, deviate from the aqidat of the ahl sunnat wal jamaat; put Islam, Muslims or the Ummah in disrepute, or threaten the unity of the ummat.

2. VIOLATION OF THE LAW AND CUSTOMS OF THE LAND: Any activities, pronouncements, or writings that violate the laws in force in Malaysia such as: belonging to or promoting proscribed organisations and groups; activities that cause disrepute to the country, its culture, and institutions; activities that violate the security, peace and stability of the country.

3. VIOLATIONS OF UNIVERSITY REGULATIONS: Regulations set out in the following documents: Residential Colleges Standing Orders of March 1985, Discipline of Students Rules of 1984, Rules of Conduct and Attire of 1984 and any additional regulations made by the university officials, faculties or departments for example: Refusal to respond to orders, summonses of the principal or other college officials; Failure to produce a matriculation card on demand; working outside the university without informing the college principal; and duplication or distribution of publications, leaflets, and notices without permission.

4. VIOLATION OF SAFETY, SECURITY, SANITATION, AND PUBLIC HEALTH REGULATIONS: (a) Failure to observe cleanliness of the person, the sleeping rooms, toilets, bathrooms, and other public places; (b) Failure to observe quiet sleeping hours, i.e. 11.00 PM to 6.00 AM; (c) Excessive noise in or during entering or leaving the college that constitute public nuisance; (d) Violation of fire regulations: cooking in the sleeping room, use of fire crackers, and use of inflammable materials (e) Failure to observe electrical safety regulations: use of unauthorised electrical or electronic equipment, and unauthorised repair of  electrical connections and equipment (f) Failure to observe public health regulations: improper disposal of bodily wastes, failure to notify authorities of an infectious disease and failure to get treatment or follow infection control procedures, dangerous operation of a motorized vehicle (g) Failure to observe parking regulations (h) cigarette smoking in places designated as non-smoking.

5. PROHIBITED SOCIAL ACTIVITIES: (a) Organised Partisan political activities; (b) Unauthorised business, trade, or any other economic or industrial activity (c) Social/entertainment activities that violate the shariat and teachings of Islam (d) Any activity involving individuals or groups from outside the university without prior permission (d) Starting or operating an organisation without official permission (e) Keeping company of persons of bad moral reputation (f) Dress, behaviour, or appearance in public that is customarily (aadat) associated with bad moral reputation (g) Behaviour or appearance that is considered a public moral nuisance (mukhill bi al akhlaq al aamat)

6. COMMITTING PROHIBITED ADDICTIVE PRACTICES OR WHAT LEADS TO THEM: (a) Consumption of alcohol and other intoxicating drinks (khamr) (b) Use of psycho-active substances/drugs (mukhaddiraat) (c) gambling (qimaar).

7. COMMITTING SEXUAL SINS OR WHAT LEADS TO THEM: (a) Mixing of the two genders (Ikhtilaat) that is either improper or is unnecessary (b) Seclusion of a male and a female (khalwat), (c) Violating the Islamic dress code: exposing nakedness (awrat), trans-sexual dressing or behaviour (istirjaal or takhannuth), dress that is customarily considered sexually-indecent or sexually-provocative (tabarruj) (d) adultery and fornication (zina) (e) Use, promotion, or distribution of pornography: oral, written, computer, pictures, movies, video, or tools (f) Being in places that are Islamically considered of bad reputation such as bars, discos (h) Entering places reserved for the privacy of the opposite gender.

8. TRANSGRESSION (DHULM/’UDWAAN): (a) Violation of the rights of brotherhood such as saying or doing what I considered dis-respectable in public, discrimination on the basis of colour, race, or nationality (b) Violation of property rights: destruction, misuse, or theft of public or private property; (c) Violation of financial rights: cheating, fraud, embezzlement (d) Physical violence: fist-fighting, beating, an bodily injury (e) Psychological violence: harassment, insult, abuse, hurting feelings of others, and any other types of psychological and moral injury (idhraar ma’anawiyyat wa nafsiyyat).

9. ABSENCE FROM OBLIGATORY ACTIVITIES: For example: Failure to participate in compulsory student activities without permission or a valid excuse, missing salat al fard without a valid excuse, failure to fast Ramadhan without a valid excuse.

10. VIOLATION OF ROOM OCCUPANCY REGULATIONS: (a) moving from an allocated room or college to another without permission (b) Failure to sign the outing book for trips outside the university that are longer than 30 kilometres or are longer than 12 hours (d) returning late to the college or staying outside without permission (e) illegal overstaying (f) squatting (g) aiding or abetting illegal occupation of the rooms (h) allowing visitors from outside the university into rooms without special permission (i) keeping animals or any other pets (j) changing room locks or adding extra locks without permission (k) attempts to repair electrical or any other equipment without permission (l) use of personal electrical equipment without written permission

11.0 DISCIPLINE PROCEDURES

1. Disciplinary cases that require lengthy investigation or that may involve expulsion from the university on conviction will not be dealt with by the College Disciplinary Board but will be referred to the Central University Disciplinary Board.

2. The Principal imposes fines for offences that the violator accepts guilt and for which fixed punishments are published. 

3. Minor disciplinary cases are referred to the College Disciplinary Board. A minor disciplinary case is defined as a case which does not involve serious or extensive investigation. A Student who found guilty of minor disciplinary offences are liable to reprimand or a fine not exceeding two hundred Malaysian Ringgit. 

4. The members of the College Disciplinary Board are: The Head of Residential Colleges (Chairman), College Principal (Member), The College Manager, Administration or Assistant Manager, Administration (Secretary). Representative from Disciplinary Unit, The Security Unit, and other departments of the university will be co-opted as the need arises. 

5. The College Disciplinary Board meets regularly at least once a semester. It meets more regularly if the need arises. The Principal calls members of the board for hearing of the case. All decisions must be documented. Proceedings of the board are confidential. 

6. A discipline bar is immediately activated for students who refuse to appear before the college disciplinary board or refuse to pay imposed fines; their scholarships will be suspended and their records in A&R will be blocked.

7. Students who agree to pay the fines but are financially not able can sign an agreement to have a regular monthly deduction from their scholarship until the fine is paid in full.

12.0 DISCIPLINARY FINES

The following fines and punishments shall be imposed by college principals when residents admit guilt and no investigations by the disciplinary committee are necessary: 

Category A violations (fine for first offence RM10-50)

Poor personal hygiene

Dirty and unkempt room

Excessive noise

Cooking in room

Use or possession of unauthorised electrical equipment

Cigarette smoking inside college

Unauthorised business activity

Category B violations (fine for first offence RM30-100)

Missing one compulsory tarbiyat and/or training event

Sleeping in a room not allocated

Staying illegally in the college (squatting)

Returning to the college after 11.30pm

Aiding or abetting illegal stay in rooms

Allowing outside visitors into student rooms

Keeping pet animals

Changing or adding room locks without permission

Category C violations (fine for first offence RM50-150)

Exposing nakedeness (awrat)

Mixing of the 2 genders (ikhtilaat)

Trans-sexual dressing or behavior (istirjaal/takhannuth)

Sexually-indecent dress (tabarruj)

Being in places of bad repute

Entering places reserved for privacy of the opposite gender

Category D violations (fine for 1st offence RM100-200)

Discrimination on the basis of colour, race, or national origin

Harassment of any sort

Abuse or insult

Destruction or misuse of property

Category E violations (suspension or expulsion from the college) 

Partisan political activity

Entertainment violating the sharia

Use of pornographic material

Consumption of intoxicants (khamr)

Use of psycho-active substances (mukhaddirat)

Gambling (qimaar)

Seclusion of a male with a female (khalwat)

Adultery or fornication (zina)

Theft, fraud, cheating,  or embezzlement

13.0 USRAT QUR’AN STUDY MODULES

The following are the verses and discussion issues assigned for each academic level:

MASTERS 2: SURAT TAHA  TO SURAT AL MU’UMINUN

Themes: Musa’s dawa to Pharaoh, Disobedience despite Allah’s bounties, Iblis’s temptation of Adam, Allah’s signs in heaven and on earth, Ibrahim against worship of idols, Allah’s bounties for prophets, The human life cycle and resurrection, Fighting in self-defence, Allah’s signs, bounties and taskhiir, Character and behaviour of believers, Unity of religion, Regret of evil-doers

MASTERS 1: SURAT NUR TO SURAT NAML

Themes: Sexually-related sins, Privacy of homes and modesty, Males and females interaction in homes, Rejection of prophets by dis-believers, Shaitan and bad company, Description of true believers, Musa and confrontation with Pharaoh, Ibrahim’s dawa among his people, The Qur’an as a warning, Allah’s bounties for Sulaiman, Sulaiman and the Queen of Sheba, Signs and bounties of Allah

UNDER-GRADUATE 4: SURAT AL QASAS TO SURAT SAJDA

Themes: Musa in Madyan, Musa’s confrontation with Pharaoh, Worldly pleasures and destruction, The arrogance of wealth, Good treatment of parents, The grave sin of homosexuality, Allah’s bounties and human ingratitude, Contemplation of creation and history, Allah’s signs, Allah’s signs: wind, clouds, and water, Luqman’s wise advice to his son, Creation of the heavens, earth, and humans

UNDER-GRADUATE 3: SURAT AHZAB TO SURAT SAFFAT

Themes: Ahzab: trials, fear, and betrayal, Roles of women, The upright word and heavy trust, Saba: ingratitude and punishment, The arrogant and the humble, Signs and bounties of Allah, Colours as signs of Allah, Signs of Allah: rain, sun, & moon, Human life cycle and resurrection, Mockery and rejection of Allah’s signs, Ibrahim, his people, and his sons, The prophet Yunus

UNDER-GRADUATE 2: SURAT SAAD TO SURAT FUSSILAT

Themes: Allah’s bounties for Daud, Iblis’s disobedience and misguiding others, The creator and human ingratitude, Allah’s bounties and human ingratitude, Repentance and saving from punishment, Angels’ prayer for the believers, Musa, Pharaoh and the believer, Signs of Allah in creation, Signs of Allah: now and the past, Creation of the heavens and the earth, Signs of Allah, Human ingratitude

UNDER-GRADUATE 1: SURAT SHURA TO SURAT MUHAMMAD

Themes: Religion: unity vs differences, Attributes of believers, Allah’s bounties, Musa and Pharaoh, Daea of Isa and differences after him, Musa struggling for believers’ rights, Allah saved Banu Israil from Pharaoh, Allah’s signs and bounties, Good treatment of parents, destruction of the people of Aad, Paradise for the believers, Charity 

PRE-SESSIONAL: SURAT FATH TO SURAT HADID

Themes: Victory for believers at Hudaybiyyat, Description of believers, Brotherhood and human equality, Regret of wrong-doers, Contrast: believers and non-believers, Allah’s creation and its purpose, Believers in heaven, All power in the hands of Allah, Punishment of dis-believers, Blessings and signs of Allah, Allah’s creation and bounties, Allah’s way and the world’s glitter

MATRICULATION 2: SURAT MUJADILAT TO SURAT NUH

Themes: Secret conversations, Brotherhood: Ansar & Muhajir, Relations with non-believers, Prayer and business pre-occupation, Wealth between temptation and charity, Allah the best creator and knower, Kindness and generosity in divorce, Good and bad spouses, Creation of life, death & the universe, Allah’s will and human intentions, Destruction of disobedient peoples, Traits of believers and non-believers

MATRICULATION 1: SURAT JINN TO SURAT NAS

Themes: Jinns: believers & non-believers, Moderation in worship, Regret of the people of hell, Human creation and human ingratitude, Hell is punishment for the ungrateful, Fraud in trade, Resurrection, reward and punishment, Regret over bad actions, Allah created and taught humans, Contrast of good and bad behaviours, Mischief, envy, and evil whisper

14.0 USRAT HADITH STUDY MODULES

MATRICULATION YEAR 1: (a) First Semester: Vision and Mission; self-confidence; Sincerity; Selflessness; Intention (niyyat); Penitence; Resignation; Truthfulness; Meditation; Piety; Trust in Allah; Perseverance in Religion; Contemplation of the Universe; Virtuous Deeds; (b) Second Semester: Modesty; Dignity and Poise; Honouring the Guest; Bidding Farewell; Moderation in Dressing; Manner of Sitting in a Majlis; Greeting; Permission to enter; Back-biting; Rumours  (c) Additional:

MATRICULATION YEAR 2: (a) First Semester: Determination; Optimism; Self-denial; Virtuous Deeds at Life’s End; Different Ways of Doing Good; Moderation in Ibadat; Continuity of Good Work; Following the Sunnat; Obedience; Setting a Good Precedent; Enjoining Good; (b) Second Semester:  Falsehood/lying; False Evidence; Cursing; Abuse; Torturing Others; Harboring ill-feelings (c) Additional:

PRE-SESSIONAL: (a) First Semester: Vision and Mission of IIUM; Self-confidence; Optimism; Nasiiha; Enjoining the Good and Forbidding  Evil; Deeds Contrary to Words; Fulfilling Amanat; Prohibition of Dhulm; Respecting the Dignity of Muslims; Covering Short-comings of Others; Helping the Needy; Recommendation; (b) Second Semester: Jealousy; Spying on Privacy of Others; Suspicion; Despise; Rejoicing at Misfortunes of Others; Cheating; Breaking Promises; Reminding about Favours done to Others (c) Additional:

UNDERGRADUATE YEAR 1: (a) First Semester: Vision and Mission of IIUM; Reconciliation; Respect for the Poor and the Weak; Compassion for the Weak; Kind Treatment of Women; Rights of the Spouse; Spending Wealth on Family Members; Giving What You Cherish; Enjoining Family to Do Good; Rights of the Neighbour; Being Good to Parents and Relatives; Co-operation in Virtuous Deeds; Optimism; Appreciation (b) Second Semester: Cutting Relations; Secret Conversations; Cruelty to Animals; Delaying debt Repayment; Misappropriating Property of Orphans; Usury; Insincere Work (c) Additional:

UNDERGRADUATE YEAR 2: (a) First Semester: Mistreatment of Parents; Being Good to Friends of Parents; Respect for Scholars; Respect for the Elderly; Seeking the Company of the Righteous; Loving For the Sake of Allah; Love of Allah; Persecution of the Weak; Judging People by Outward Conduct; Fear of Allah; Success; Failure (b) Second Semester: Looking at a Strange Woman; Seclusion with a Strange Woman; Trans-Sexual Dressing; Imitating Non-Muslims; Changing the Natural Appearance of the Body (c) Additional:

UNDERGRADUATE YEAR 3: (a) First Semester: Expecting Good From Allah; High Hopes From Allah; Combining Fear and  Hope; Weeping for Fear of Allah; Materialism; Simple Life; Contentment; Getting and Giving ; Earning Your livelihood; Spending Wealth on Good Causes; Hard Work; Creativity (b) Second Semester: Consulting Soothsayers or Fortune tellers; Believing in Ill-Omens; Noise or Nuisance in a Public Place; Bad Smell in a Public Place (c) Additional:

UNDERGRADUATE YEAR 4: (a) First Semester: Miserliness; Self-sacrifice & Sharing; Strife for the Good; Acquiring and Spending Wealth; Remembering Death; Visiting Graves; Wishing for Death; Avoiding Doubtful Things; Keeping Away From Corruption; Co-operation in Doing Good; Competition; Facing Challenges (b) Second Semester: Calling a Muslim a non-Believer; Vulgar and Lousy Talk; Exaggeration in Veneration; Conversation After Isha; Wasting Money in Unnecessary Purchases; Praising Others ; Magic (c) Additional:

MASTER’S YEAR 1: (a) First Semester: Humility; Arrogance; Good Manners; Kindness; Forgiving; Enduring; (b) Second Semester:   Upholding Religion and Sharia; Good Treatment of Followers; Just Leader; Obedience of Those in Authority ; Participation; Productivity  (c) Additional:

MASTER’S YEAR 2: (a) First Semester: Ambition for leadership; Bad and Good advisors; Modesty; Keeping Secrets; Fulfilling Promises; Preserving a Good Practice; (b) Second Semester: Cheerful face; Clear Communication; Listening; Planning; Proficiency; Dynamism  (c) Additional:

15.0 USRAT DISCOURSE MODULES

The following are the themes covered by academic level:

MATRIC 1: THEME: AQIDA

(a) Semester 1:Usul Al Ddiin: Islam, Iman, Ihsan; Tauhid: Uluhiyyat & Rububiyyat; Tauhid: Asmau Llaahi al Husnat; Tauhid: Sifaat Llaah; Tauhid: Implications In Daily Life; Angels; (b) Semester 2: Messengers; Belief In Revealed Books; The Last Day; Belief In Qadar; Favours/Bounties Of Allah; (c) Additional:

MATRIC 2: THEME: IBADAT

Semester 1: Taqwa & Worship; Taharat; Salat; (b) Semester 2: Saum; Sadaqat; Hajja & Umra 

PRE-SESSIONAL THEME: CONTEMPORARY ISSUES OF LIFE-STYLE

(a) Semester 1: Life-style: concepts; Sound, al saut; Art & sports; (b) Semester 2: Food; Housing; Dress; (c) Additional:

UNDERGRAD 1: THEME:SELF-DEVELOPMENT

(a) Semester 1: Personality; Character And Behaviour; Habits of success; Forgiving And controlling Anger; (b) Semester 2: Components Of A Good Character II; Developing A Strong Memory; Management Of Stress (c) Additional:

UNDERGRAD 2: THEME:INTER-PERSONAL RELATIONS

(a) Semester 1: Groups; Brotherhood; Greetings and Salutations (b) Semester 2: Differences; Difficult Relations; Conflicts: Nature And Causes; Conflicts: Prevention And Resolutions (c) Additional:

UNDERGRAD 3: THEME: THE FAMILY

(a) Semester 1: The Family: Nature And Functions; Marriage; Family Problems; (b) Semester 2: Parents & Relations; Children; Destruction Of The Family: Causes And Prevention (c) Additional:

UNDERGRAD 4: THEME: SURVIVING IN SOCIETY

(a) Semester 1: Bad Character And Behaviour, Sins Of Aqida And Ibadat, Diseases Of The Heart; (b) Semester 2: Sins Of The Tongue, Dhulm, Personal Failure (c) Additional:

MASTERS 1: THEME: TAJDID THROUGH KNOWLEDGE

Semester 1: Crisis of Knowledge; Crisis of the intellect;  Malaise of the ummat; Historical Malaise; Contemporary Malaise; Origins of the knowledge and intellectual crises; (b) Semester 2: The external factor; Historical Tajdid; Contemporary Tajdid; Strategy of knowledge 

MASTERS 2: THEME:  WORLD ISSUES

(a) Semester 1: International Relations; The Islamic state and the nation-state; Diplomacy; Alliances; The United Nations And Related Organisations; The Organisation of the Islamic Conference and Related Organisations; Regional Organisations; The World Bank and the International Monetary Fund; The World Trade Organisation; Human rights; The environment

16.0 EXAMPLES OF DTE SOCIAL WORK

MOSQUES: teaching, cleaning, repairs

SOCIAL INSTITUTIONS: helping the physically handicapped, visits to the sick in hospitals, teaching or socialising at orphanages, juveline delinquents homes

COMMUNITY PROGRAMS: anti-dadah education activities, general dawah, helping the poor and the elderly, adult education, cleaning graves etc 

SCHOOLS: remedial classes or tuition for primary and secondary school pupils in disadvantaged areas, and English language courses, motivation programs to excel academically and in behaviour, moral guidance for teenagers

 WITHIN THE UNIVERSITY: teaching, cleaning, repairs, nasiihat), work on university ceremonies and occasions such as convocation,

MEDIA ACTIVITIES: media analyses & critiques, meetings with reporters

DAWA: To Muslims, to non-Muslims

17.0 INTELLECTUAL DISCOURSE TOPICS

1. Intellectual discourse forums cover subject areas in contemporary Islamic thought with the issues being framed in  such a way that divergent and debatable options are given

The following topics can be covered:

Rights of Minorities

Human Rights

Individual freedom: limits

Freedom of conscience

The Gender Issue /The Woman and Public Life

The Economy: privatisation and the role of the state

Theatre and Music: the allowed and the prohibited; a new synthesis

Environmental protection

Private enterprise and social justice

Education: public vs private control

Creativity/ creative thinking

Addictions in society

Stress in society

Mass culture and mass media

Youth Problems

Child Abuse

Sexual Harassment

18.0 LEADERSHIP/MANAGEMENT MODULES

The modules for each year of study will be as follows:

MATRICULATION 1  (a) Semester 1: TIME MANAGEMENT:  Importance of time management; Prioritizing; scheduling; poor planning; interruptions; bad habits (b) Semester 2: MEETING MANAGEMENT:

MATRICULATION 2: (a) Semester 1: DECISION-MAKING: Decision-making and leadership; Types of decisions; Creativity and innovation; pre-decision considerations; personality and behaviour in decision-making; Group decision-making; Methods of decision-making; Stages of rational systematic decision-making; post-decision considerations (b) Semester 2: PROBLEM-SOLVING: Definition of a problem; leadership and problem-solving; preliminaries to problem-solving; Basics of problem-solving; Stages of rational systematic problem-solving; Other methods of problem solving; Barriers to effective decision-making; Overwhelming problems

PRE-SESSIONAL: (a) Semester 1: LEADERSHIP: NATURE & ESSENCE: What is leadership?; Leadership power; Types of leadership; Evaluation of leaders; Followers; Term of leadership; Problems of leaders  (b) Semester 2: MODEL LEADERS: Abubakr al Siddiq; Omar al Faruq

UNDERGRADUATE 1: (a) Semester 1: COMMUNICATION IN SMALL GROUPS: What is communication?; Communication process; Oral communication; Meetings and being in a group; Using the telephone; Meeting and greeting; Barriers to effective communication (b) Semester 2: PUBLIC SPEAKING: Purposes and elements of public speaking; speaker; audience; message; preparation; structure; rehearsing; delivery; retention

UNDERGRADUATE 2: (a) Semester 1: DAWA: CONCEPT, METHODS, &  EXPERIENCES: Nature of Islamic dawa; the caller; the called/targets of dawa; methods of dawa; avoid too much preaching; types/stages of conversion; planning, execution, and evaluation of dawa programs  (b) Semester 2: ASSERTIVENESS: self-confidence

UNDERGRADUATE 3: (a) Semester 1: WIN-WIN NEGOTIATIONS: Purpose of negotiation; Strategy of negotiation; Negotiation tactics; management of a negotiation session  (b) Semester 2: DEAD-LOCKED & DIFFICULT NEGOTIATIONS: causes of a dead-lock; managing a dead-lock

UNDERGRADUATE 4: (a) Semester 1: ORGANISATION DESIGN & STRUCTURE: What is management?; The manager, organisational communication, managerial resources, management styles, management by objectives, organisational design; organisational structure, organisational bureaucracy, organisational development, organisational culture, organisational continuity and consistency   (b) Semester 2:  HUMAN RESOURCES  MANAGEMENT: HRM functions, recruitment, information and communication, jobs, training and development, salaries and benefits, performance appraisal, worker problems

MASTERS 1: (a) Semester 1: STRATEGY & PLANNING: What is strategy?, Action planning, Failure to plan, main elements of planning and strategy, stages of strategy formulation, post-plan considerations, how much planning? (b) Semester 2: PROJECT MANAGEMENT: planning, leadership, implementation, control, evaluation, quality 

MASTERS 2: (a) Semester 1: MOTIVATION: Understanding motivation, theories of motivation, motivation and performance, motivation: positive & negative, material rewards as a motivator, motivating an individual, motivating a team (b) Semester 2:  DELEGATION: What is delegation?, Advantages of delegation, process of delegation, what to delegate, avoiding delegation

19.0 GUIDELINES FOR USRA

1. LEADERSHIP OF DISCUSSION: The Naqib can lead discussion in some sessions and is also encouraged to delegate this responsibility to various members of the usra. Whoever has the responsibility for leading discussions must take 20-30 minutes preparing for the session

2. RECORDING ATTENDANCE: The Naqib must have a register in which members sign their name and the times of arrival. Signing-in should be done before the usrat starts any formal work. 

3. START AND END: Members should start by reciting surat al fatihat and should and should adjourn with recitation of tasbih kaffarat and surat al ‘asr

4. TIME MANAGEMENT: The Naqib must make sure that all three components of the usra are covered. The members should start with Qur’an study followed by usrat discourse and end with discussion of current issues. Time should be left at the end to deal with any administrative matters that may arise or to solve any personal problems of members that may arise.

5. MANAGEMENT OF THE DISCUSSIONS: The Naqib should make sure that all members participate. This can be achieved by being pro-active ie addressing questions to individuals or inviting them to make comments. If a member is unable to say anything or is unwilling or otherwise reluctant, the Naqib should not insist but should move on to the next member. Very talkative members should not be allowed to dominate the discussions. The Naqib should politely re-direct any speaker who veers off the topic of discussion.

6. USRAT MATERIAL: The Naqib should make sure that every member has a personal copy of the usrat manual. Each member should also bring along a copy of the Qur’an with translation in addition to whetever other books have been assigned

7. THE ETIQUETTE, ADAB, OF USRAT: Members should greet one another before starting. Any member wanting to go out for a valid reason must obtain the permission of the Naqib. All members must learn to listen and not interrupt others. They must obey the instructions of the Naqib. Members must avoid quarrels or loud arguments. A spirit of tolerance should exist with the understanding that there could be more than one way of being right. Excessive laughing or joking should be avoided. Members should sit with proper adab. Recitation of the Qur’an should be done with khushu and tadabbur.

20.0 GUIDELINES FOR CAMPS

1. DURATION: 2-3 nights

2. SITE: The camp should be held at a place that has security and a minimum of comfort. It may even be held in open space with tents being pitched for sleeping and other camp activities. It is advised to hold the camp within 30 kilometres of the university to avoid transportation charges

3. CAMP DUTIES: Camp participants are responsible for all services needed for success including cleanliness, meals, security etc

4. PARTICIPANTS: Each college will decide who will participate in the camp and use its own selection criteria. No mixed camps of brothers and sisters will be allowed.

5. BUDGET: Each college must conduct the camp within the allocated budget. Extra funds could be raised by charging a registration fee

6. MANAGEMENT: The Principal of each college shall appoint a camp director. The director could be a member of the academic staff or e member of the college administrative staff, or one of the students. The camp director then selects the following assistants: deputy camp director, program manager, disciplinary officer, catering officer, cleaniliness officer, sports officer. 

7. PROGRAM: The program should cover all 24 hours. About 6-8 hours should be allocated for sleeping and rest. The daily program is as follows:

Qiyam al layl

Salat al Fajr

Tadhkirat

Exercises

Break-fast

Lectures/activities

Lunch, salat zohar, rest

Salat al asr

Activities

Salat al maghrib and tadhkirat

Salat al isha and supper

Activities

Bed-time

21.0 GUIDELINES FOR SPEAKERS

1. A personalised invitation letter co-signed by Prof Dr Kasule and the principal is faxed to the proposed speaker 4 weeks before the suggested date. Attached to the letter is the complete schedule of all programs so that if the speaker can not make it on the date suggested he/she can propose another date. The letter is copied to the Rector, the Dean of the Kuliiyah and the Head of Department

2. A telephone follow-up is made in the next 2-3 days and final details are concluded

3. The speaker should receive the background reading material on the subject that the students have. He should be informed that he can use as is, modify it, or use his own material. He should however try to cover the same content areas because the students will be examined and the exam will be derived from the background material that they have.

4. Follow-up with the speaker should be maintained on a weekly basis to make sure that there is correct and complete communication regarding the topic, place, date, time, and students to be addressed. The speaker should also be told how much time he has for speaking and for questions

5. The time allocations for the programs are as follows:

Practical Skills Motivation

Total time 3.0 hrs 1.5hrs

Speaking 55 min 30 min

Questions and Answer 10 min 30 min

Workshop/practical sessions 55 min 0

Plenary reporting session 45 min 0

Conclusions 15 min 5 min

6. Speakers should be given a gift of one of the college symbols such as a T-shirt, pin, badge as well as a certificate of appreciation at the conclusion of the talk. Later an envelope with the honorarium should be taken to him in his office with an official letter of appreciation co-signed by Dr Kasule and the principal. The letter is copied to the Rector, the Dean of the Kulliyah and the Head of Department

7. The honoraria paid to speakers are as follows:

Motivation talk RM75/session

Practical Skills RM150/session

8. The speaker is asked to comment on the program and how it can be improved.